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All Journal PROJECT (Professional Journal of English Education)
Efransyah
IKIP Siliwangi
Languange, Linguistic, Communication & Media

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THE EFFECTIVENESS OF ROLE-PLAY TECHNIQUE TO IMPROVE SPEAKING SKILLS FOR EIGHTH GRADE STUDENTS Bilqis Adzkar; Efransyah
PROJECT (Professional Journal of English Education) Vol. 7 No. 2 (2024): VOLUME 7 NUMBER 2, MARCH 2024
Publisher : IKIP Siliwangi

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Abstract

This research aims to examine the effectiveness of the Role Play technique in learning speaking for eighth-grade students. This research used a quantitative method with pre-experimental one-group. This studys’ subjects were all 21 students in class VIII. The data was collected through a pretest and the posttest was assisted by IBM SPSS 25. This study used a test as an instrument. The result of this study can be seen in the data, which shows that the average pretest score is 0.122 and the average posttest score is twenty-one students (100%)  were in the insufficient category. While the posttest that the students’ achievement in experimental classes students’ in post-test increased. Five students’ (24%) got excellent, two students’ (10%) got very good, five students (24%) got good, two students (10%) got sufficient, and seven students’ (32%) got insufficient. The result of this study also can be seen in the data SPSS, which shows that the average pretest score is 0.122 and the average posttest score is 0.143. Normality test asymp. sig. (2 talled), 0.122 of pretest and 0.143 on posttest, data was normal. T-test value (sig) of (2-tailed) is 0.000, that means the significant value is less than 0.05. The conclusion from this study is that there is effectiveness in using roleplay techniques to improve speaking skills because the teacher knows how to make the class interesting, exciting and creates an active class using the role play technique.
The Effectiveness of the Demonstration Method to Improve Students’ Writing Skills Procedural Texts assisted by Canva: Tenth Grade Students of MA An-Nur Cikalongwetan Euis Widiasari; Dasep Suprijadi; Efransyah
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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This study aims to evaluate how effective the Canva-backed demonstration method is at enhancing the students' procedural text writing abilities, while also outlining how it is applied and uncovering the challenges students face. A mixed-methods framework incorporating a sequential explanatory strategy was deployed in this investigation. The participants of this study were 40 tenth-grade students of MA An-Nur Cikalongwetan. The quantitative data were collected through pre-test and post-test, while the qualitative data were obtained from classroom observation and questionnaires. The findings based on the quantitive data revealed a significant improvement in the students’ writing performance, as indicated by the increase in the mean score from 65 in the pre-test to 78 in the post-test. Outcomes from the paired sample t-test yielded a p-value below 0.05, confirming that the intervention led to a statistically significant shift in outcomes. Meanwhile, classroom observations demonstrated gradual improvement in students’ participation and engagement, while questionnaire results indicated that the integration of the demonstration method and Canva positively supported the students’ learning. However, some difficulties remained, particularly in grammar, organization of ideas, and confidence. Overall, the demonstration method assisted by Canva is effective in improving the students’ writing skills and promoting active learning.
Co-Authors Bilqis Adzkar Dasep Suprijadi Euis Widiasari